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2013 Nelson APDP Educational leadership Network
This document discusses adaptive leadership and fostering self-organization within educational organizations. It argues that traditional change management approaches are not well-suited for today's complex, fast-paced environment. Instead, adaptive leadership focuses on developing independent agents, fostering interactions between people, distributing power and control, and exploring shared values to encourage self-organization and emergence of innovative solutions. The key roles of adaptive leaders are to mentor individuals, facilitate interaction and learning across the organization, and decentralize decision-making to empower others.
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2013 Nelson APDP Educational leadership Network
- 1. Seeding educational innovation: emergencethrough adaptive leadership Chris Jansen – University of Canterbury, Idea Creation
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- 8. 8 Speed Complexity Uncertainty Ambiguity Opportunities Paradox Unintendedconsequences Lack of Control change is changing….. Information overload Interconnectedness of systems Dissolving of traditional organisational boundaries Disruptive technologies Generational values and expectations Increased globalization
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- 10. Apps MOOCs 3d printing Haptics Nanotechnology Arab spring BYOD Neuroleadership Virtualpop stars Crowdsourcing Hacking your education Flipped classrooms Online worlds Augmented reality www.thinkbeyond.co.nz
- 11. Technical challenges ―can besolved with knowledge and procedures already at hand‖ Adaptive challenges ―embedded in social complexity, require behaviour change and are rife with unintended consequences‟ 11
- 12. ―The greatest challengefor future leaders is the pace of change and the complexity of the challenges faced….‖ 12 ―Our organisations are not equipped to cope with this complexity…‖ (IBM study – 1500 CEO‘s) ….‖perpetual white-water‖…
- 13. Change Processes Change manager Drivingchange Alignment Change proposals ‗Consultation‘ Cynicism Social engineering Assumptions that get in the way… • ―People don‘t want to change….so it needs to be driven….‖ • ―If you allow people freedom to innovate – discipline will disappear!?‖ • ―The management don‘t trust us…..‖ 13
- 14. ―Are we ina catch-22: stuck between failing to change and changes that fail?‖ 14
- 16. Can I leadpositive and sustainable change…? 16
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- 18. Complexity / Change/ Uncertainty / Ambiguity Paradox / Lack of Control / Unintended consequences Adaptive challenges Leadership capacity Organisational capacity Self organising, adaptive, innovative, flexible, nimble, responsive, creative and resilient 18www.ideacreation.org
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- 36. …a dynamic ofexperimentation and innovation…
- 37. …self organising… 37 Self organisation… …emergence acollective of independent agents that self-organise in a dynamic manner in order to create emergence—a patterned higher-order response to a threat or opportunity…
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- 41. 41 How does selforganisation work? • independent agents • interactions with neighbours • decentralised control • an attractor - motivated by threat or opportunity Self organisation leading to emergence Complexity thinking, complex adaptive systems, adaptive leadership www.ideacreation.org
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- 44. The Starfish andthe Spider… The unstoppable power of leaderless organisations Ori Brafman and Rod Beckstrom 44www.ideacreation.org
- 45. . . . Leaders vs leadership? Positionof a leader vs action of leadership Hierarchies and Networks
- 46. The Innovation Stack Managementinnovation Strategic innovation Product/service innovation Operational innovation Gary Hamel – The Future of Management 46 organisational processes/leadership roles communication and decision making initiatives, programmes etc pedagogy, technology etc timetable, processes etc www.ideacreation.org
- 47. Machine Living organism Hybrid? +Efficient,reliable, +innovative, responsive, nimble -Inflexible, slow to respond -messy and spontaneous 47www.ideacreation.org
- 48. Can leaders fosterself organisation? 48www.ideacreation.org
- 49. ……..get your googlasses on – when you walk into a room put aside the programme, cut out the strategy – see the history, interactions, how wired they are, the group dynamics - look for the living breathing thing and then that‘s the stuff that grows….‖ Duane Major 49 ―A key concept is Goo – like primordial soup, you can see it moving and growing – it involves people, relationships, you can‘t control it but you can notice it and foster it…it changes and evolves – its living and breathing….
- 50. Adaptive leadership: fosteringself organisation Conditions for self organisation Leadership role 1. independent agents 1. Proactive mentoring of individuals 2. interactions with neighbours 2. Foster interaction and shared learning 3. decentralised control 3. Distribute power + decentralise control 4. an attractor - motivated by 4. Explore and articulate shared values threat or opportunity 50www.ideacreation.org
- 51. Complexity / Change/ Uncertainty / Ambiguity Paradox / Lack of Control / Unintended consequences Adaptive challenges Leadership capacity Organisational capacity Self organising, adaptive, innovative, flexible, nimble, responsive, creative and resilient Distribute power and decentralise control Explore and articulate shared values Foster interaction and shared learning Proactive mentoring of individuals 51www.ideacreation.org
- 52. Layer 1: Proactivementoring develop independent agents Recognise and value people •Strong belief in people •Prioritize them and take the time •Creating space to empower people •Notice, listen, appreciate •Enlarge their self belief •Recognise their strengths and passions Develop people •They leave in better shape than when they arrived •Create support structures to meet needs •Make opportunities available •Support initiative and boundary pushing •Note achievements “employee first – customer second” Anand Pillai 52www.ideacreation.org
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- 54. Who are youactively developing and looking out for? Who is looking out for you? How could we increase this informal mentoring? 54www.ideacreation.org
- 55. The Roles ofa Manager Leadership (Vision & people driven) Management (Office bound/paper driven) Professional (Teaching role) Plan Organise Control Administer systems Critique Create Order Vision Meaningful Contribution Values Engage and develop people Create context Commitment, Change & Hi- Performance Cammock (2001) The Dance of Leadership Compliance & Status-Quo Efficiency 55www.ideacreation.org
- 56. How‘s the balanceof leadership vs management in your role? Satisfied?........ 56www.ideacreation.org
- 57. Layer 2: Fosterinteraction and shared learning interactions with neighbours ―a healthy organisation is one in which all participants have a voice‖ (Peck ,1988). Develop culture •Creating environments •Fostering high trust •Build positive relationships •Restorative environment •Compliment each other‘s strengths Foster learning •Role model a learning attitude •Opportunities to dialogue and build networks •Listening to leverage collective intelligence •Redesign social architecture •Take time to consult, get buy in and find the best solution •Generate feedback ―It is no longer sufficient to have one person learning for the organisation... Its just not possible any longer to figure it out from the top, and have everyone else following the order of the ‗grand strategist‘. (Senge , 2002) 57www.ideacreation.org
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- 59. When I firstcame into this leadership role – I got together a team of senior staff and re-wrote all the staff procedure manuals. I started with an idea that we‘d perhaps do it in a month. Then I tried to take this to the meeting and present it to (the staff) and it just ended up in this shitfight basically . . . What about this?, You‘ve forgotten about that?, blah, blah, blah. It was a total disaster, and one of the absolute low points of my time here. But it made me realise that unless I got these people to come with me I was wasting my bloody time. 59
- 60. We ended uphaving to go back to the drawing board and eventually we figured out this process which is still here this year, well it‘s completely fundamental now. It‘s called OPG (Operational Policy Groups) where you take a subset of people to work on developing a process and then anyone who‘s not present, you give them the right to submit. 60
- 61. Even though ittook 12 months longer than I thought, we got a result that actually stuck. We didn‘t come up with a nice new book that no one used, which is very very common. We got two things out of it, we got the best answers, these great rules that were user friendly, generally easy to follow, concise, nothing that wasn‘t a rule, didn‘t make it in here. So we got a great answer, a great result, and we got really good buy-in too. 61
- 62. Yeah, that wasreally an epiphany around the issue for me, and I guess it‘s characterised my leadership style ever since. I learnt that if things are really important, especially in an organisation like this, where we have staff who actually have knowledge, skill, experience and passion – we have to include them in the process (L 21). 62
- 63. Who has avoice in our organisation? What mechanisms can we create to foster interaction and shared learning? 63www.ideacreation.org
- 64. ―Traditional organisations requiremanagement systems that control peoples behaviour, learning organisations invest in improving the quality of thinking, the capacity for reflection and team learning, and the ability to develop shared visions and shared understandings of complex issues‖ (Senge, 2002) Layer 3: Distribute power and decentralise control decentralised control Share journey – share leadership •We are all leaders •Break down hierarchy •Share responsibility and accountability – bit by bit … •Create ownership and empowerment •Delegate and let go •Foster interdependance •Master the process – not the content 64www.ideacreation.org
- 65. A framework forempowerment Extrinsic motivation intrinsic motivation external locus of control internal locus of control control empowerment Strict and complete external control no external control Responsibility on leader responsibility shared responsibility on participant I decide we decide you decide less choice more choice Dependence interdependence independence Jansen 2005
- 66. High Supportive & LowDirective Behaviour High Supportive & High Directive Behaviour (High) (Low) (Low) (High)DIRECTIVE BEHAVIOUR SUPPORTIVEBEHAVIOUR High Supportive & High Directive Behaviour Low Supportive & High Directive Behaviour Low Supportive & Low Directive Behaviour Situational Leadership 66
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- 68. Go to thepeople, Live with them, Learn from them, Love them, Start with what they know, Build with what they have, But with the best leaders, When the work is done, The task accomplished, The people will say, ―We have done it ourselves‖ Chinese Philosopher Lao Tsu 68www.ideacreation.org
- 69. Who makes the decisions? Howcould power be shared more effectively? 69www.ideacreation.org
- 70. 4) Explore andArticulate Shared Values 70 We need to be culturally tight and managerially loose. Order and design are not externally imposed but emerge as a result of the combination of individual freedom and shared core values Getting on the same page •Explore individual values and negotiate organisational values to fit •Role model values in leadership behaviour •Reconnect all staff with personal moral purpose •Establish benchmark of needs •Create clarity around shared vision •Leave space for emergent outcomes
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- 73. In what waydoes our organisation live out shared core values and vision? 73www.ideacreation.org
- 74. Shifting ‗toxic‘ cultureto ‗ownership‘ culture Chris Jansen – University of Canterbury, New Zealand
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- 78. Engagement leads topeak performance Sample culture survey: Rate each question from 1 (low) to 5 (high) Add up total out of 25 1) I really care about the future of my organisation 2) I am proud to tell others that I work for this organisation 3) My organisation inspires me to do my best 4) I would recommend my organisation to a friend as a good place to work 5) I am willing to put in a great deal of effort and time beyond what is normally expected 78www.ideacreation.org Adapted from Gallop
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- 81. “employee first –customer second” Anand Pillai ―a healthy organisation is one in which all participants have a voice‖ (Peck ,1988).
- 82. . . . Leaders vs leadership? Positionof a leader vs action of leadership Hierarchies and Networks
- 83. 83 Mechanisms to assistwith this, • cross functional groups • focus groups • vertical teams • multi disciplinary teams / interdisciplinary teams • design charrette - architecture • Google days, IBM open chat, • Agile development methodologies, scrum • Operational process groups - OB • You and I portal - talk to the CEO line and CEO to put question online • Open office sessions • Empowering team: co-constructed department meeting • Think tanks • Innovation page • online surveys • ??? Leveraging collective intelligence
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- 85. Rogers - Diffusionof innovation 85
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- 87. Commitment Charting A (Induction) TeamLeaders Technology Board B (the D) Adapted from the ESD Toolkit v2.0 87www.thinkbeyond.co.nz
- 88. 88 Planning change processes Needand Vision Fine-tune and embed Roll out Scale up TrainingAdopt proven idea Pilot Team •Steps are emergent •Inquiry focussed on new solutions •Cyclic process Clarify need and vision Assess responses and fine tune Scale upLaunch multiple experiments Foster collective intelligence Pilot www.ideacreation.org
- 89. Organisational change processes 1.establish urgency based on provable need/gap 2. form a powerful coalition or core team 3. develop a vision and operation plan 4. launch numerous small ‘safe to fail‘ pilots 5. communicate the vision and develop whole organisation approach 6. consolidate improvements by building capacity 7. widen awareness and support 8. celebrate and embed Based on Kotter 89www.ideacreation.org
- 90. Cunning ‗inside out‘change strategies for middle leaders Start with small team of enthusiastic people •Aligned purpose •Genuine respect for each other and friendship •Permission giving and support from senior leader •Trial without organisational constraints and politics •Document evidence Open to wider group of staff •Keep gate keepers in the loop •Voluntary involvement is key – intrinsic motivation •Connect with each staff members purpose •Seek out and share success stories •Show them colleagues implementing achievable initiatives •Stick doggedly to values •Garner publicity and profile for the success not the people Widen scope – increase number of staff opting in Critical mass – explore full cross programme implementation Build in sustainability
- 91. 91 Professional Inquiry Pilot– Linwood College
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- 94. What is success? Tolaugh often and much To win the respect of intelligent people And the affection of children To earn the appreciation of honest critics And endue the betrayal of false friends To appreciate beauty To find the best in others To leave the world a bit better Whether by a healthy child, a garden patch Or a redeemed social condition To know even one life has breathed easier Because you have lived This is to have succeeded RALPH WALDO EMERSON 94